uu.seUppsala University Publications
Change search
Refine search result
12 1 - 50 of 74
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Agback, M
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Quantum Chemistry.
    Lunell, S
    Hussenius, A
    Matsson, O
    Theoretical studies of proton transfer reactions in 1-methylindene1998In: ACTA CHEMICA SCANDINAVICA, ISSN 0904-213X, Vol. 52, no 5, p. 541-548Article in journal (Other scientific)
    Abstract [en]

    The base-catalysed 1,3-proton transfer reactions in 1-methylindene have been studied theoretically in polar (water) and unpolar (cyclohexane) solvents, respectively, for two different choices of bases, namely ammonia and trimethylamine (TMA), using the SM

  • 2.
    Andersson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Engström, Susanne
    Kungliga Tekniska Högskolan.
    Blomqvist, Martha
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Hasse, Cathrine
    DPU - Danmarks institut for Pædagogik og Uddannelse.
    In the borderland between academic disciplines and school science – feminist perspectives on science teacher education.2016Conference paper (Refereed)
  • 3.
    Andersson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Engström, Susanne
    Kungliga Tekniska Högskolan.
    Blomqvist, Martha
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Hasse, Cathrine
    DPU - Danmarks institut for Pædagogik og Uddannelse.
    Science faculty as teacher educators – a feminist perspective2016Conference paper (Refereed)
  • 4. Andersson, Kristina
    et al.
    Hussenius, Anita
    Gustafsson, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Gender Theory as a Tool for Analysing Science Teaching.In: Planning science instruction - from insight to learning to pedagogical practices: proceedings of the 9th Nordic Research Symposium on Science Education, 11th-15th June 2008, Reykjavík, IcelandConference paper (Refereed)
  • 5.
    Andersson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gustafsson, Christina
    Institutionen för pedagogik, didaktik och psykologi, Högskolan i Gävle.
    Gender Theory as a Tool for Analysing Science Teaching2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 2, p. 336-343Article in journal (Refereed)
    Abstract [en]

    This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

  • 6.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Chafing borderlands – pre-service teachers' meetings with different cultures in their education.2012Conference paper (Refereed)
  • 7.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Critiquing science, thinking gender in science teacher education2014Conference paper (Refereed)
  • 8.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Chafing borderlands: obstacles for science teaching and learning in preschool teacher education2019In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510Article in journal (Refereed)
    Abstract [en]

    This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.

  • 9.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Chafing borderlands – Student teachers' meeting with feminist critique in science courses2013Conference paper (Refereed)
  • 10.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
    Chafing borderlands: Obstacles for Science Teaching and Learning in Teacher Education2014Conference paper (Refereed)
    Abstract [en]

    A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good".  In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012).

     

    However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).

    In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science?

     

    The intervention, data collection and analysis

    In an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.

  • 11.
    Anderssson, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Critiquing science, thinking gender in science teacher education.2014Conference paper (Refereed)
  • 12.
    Aune, Marie
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Danielsson, Rolf
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Ryberg, Per
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Kristjansdottir, AG
    Uppsala University.
    Matsson, Olle
    Uppsala University.
    1,3-hydron transfer in some 5- or 7-substituted 1-methylindenes. Reaction rates and kinetic isotope effects1998In: Acta Chemica Scandinavica, ISSN 0904-213X, E-ISSN 1902-3103, Vol. 52, no 7, p. 911-920p. 911-920Article in journal (Refereed)
    Abstract [en]

    Rate constants and primary deuterium kinetic isotope effects (KIEs) have been determined for the base-catalysed 1,3-hydrotropic rearrangements of 1-methyl-5-nitroindene (12), 1-methyl-7-nitroindene (13), 5-methoxy-1-methylindene (14) and 5-fluoro-1-methy

  • 13.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Challenging primary student teachers’ conceptions of gender and science: The initial phases of a research and intervention project2012Conference paper (Refereed)
  • 14.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Introducing science faculty to feminist pedagogical practices.2013Conference paper (Refereed)
  • 15.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Science = nature? An explorationof the places primary school student teachers associate with science2013Conference paper (Refereed)
  • 16.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Where is Science? An Exploration of the Places Student Teachers Associate with Science Learning.2014Conference paper (Refereed)
  • 17.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    “In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science2016In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 11, no 4, p. 1115-1134Article in journal (Refereed)
    Abstract [en]

    In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.

  • 18.
    Edström, Kristina
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Structural Chemistry.
    Andersson, A.M.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry.
    Bishop, A.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry.
    Fransson, L.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry.
    Lindgren, Jan
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry. strukturkemi.
    Hussénius, A
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Materials Chemistry, Structural Chemistry.
    Carbon electrode morphology and thermal stability of the passivation layer.2001In: J. Power Sources, ISSN 0378-7753, Vol. 97-98, p. 87-Article in journal (Refereed)
    Abstract [en]

    Thermal stability of the solid electrolyte interface (SEI)-layers formed on graphite, mesocarbon microbeads and carbon-black anodes is shown to be dependent on the type lithium salt used in the electrolyte. Exothermic breakdown of the passivation layers

  • 19.
    Gullberg, Annica
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Does gender matter?: Preschool student teachers’ perspectives on gender, their teaching role and children2013Conference paper (Refereed)
  • 20.
    Gullberg, Annica
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Kan en individualiserad barnsyn försämra barns möjlighet att lära sig naturvetenskap?2012Conference paper (Refereed)
  • 21.
    Gullberg, Annica
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Can the ambition to individualize pedagogy limit the children in pre-school?2014Conference paper (Refereed)
  • 22.
    Gullberg, Annica
    et al.
    Högskolan i Gävle.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delware.
    Gender Knowledge as an Important but Neglected Aspect of Pedagogy of Science2014Conference paper (Refereed)
  • 23.
    Gullberg, Annica
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    How gender awareness affects pre-service teachers’ teaching knowledge in science and technology.2013Conference paper (Refereed)
  • 24.
    Gullberg, Annica
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Scantlebury, Kathryn
    Department of Chemistry and Biochemistry, University of Delaware, Newark, USA.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool2018In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 48, no 4, p. 691-715Article in journal (Refereed)
    Abstract [en]

    We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science.  We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.

  • 25.
    Gullberg, Annica
    et al.
    Högskolan i Gävle.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Can the Ambition with Individualize Pedagogy Limit the Children in Pre-school?2014Conference paper (Refereed)
    Abstract [en]

    At two Swedish universities critical perspectives on gender and science were integrated as part of preschool teacher science courses. In one assignment 45 preservice teachers described and reflected upon episodes in their pre-school placements where they judged gender to be of importance and impacted the children’s science and technology learning. Two main themes regarding the view of children were identified: (1) children have a stable core identity and should be supported to ‘be who they are’, or (2) children are a “jack-of-all-trades” with potential interests in a variety of subject matter topics and that these interests could be supported by teachers.  We will discuss how the different themes may affect preservice teachers’ strategies to challenge children’s stereotypical gender patterns.

  • 26.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Applying feminist pedagogies in higher education: Tensions and paradoxes2014Conference paper (Other academic)
  • 27.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Bringing the science culture into account when teaching and learning science2014Conference paper (Other academic)
    Abstract [en]

    Starting by some examples of “the image of science” conveyed in society by for example media, educational institutions as well as by scientists themselves, this presentation will discuss a research and intervention project that introduced critical feminist perspectives on science education to pre-service teachers in two Swedish universities. In the project we have followed a cohort of approximately 120 pre-school and primary school pre-service teachers through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. In doing so, the project aimed to provide the pre-service teachers with tools for articulating and reflecting on their thoughts about science, gender and teaching. The empirical material consists of students’ written tasks, audio-recorded group discussions and interviews. The presentation will outline the intervention as such, but also present results from some of the current strands of analysis. In one such analytical strand we seek to understand the pre-service teachers' meeting with the intervention through conceptualizing their educational experience as shaped by a participation in multiple ‘cultures’. In another analytical strand the focus is implications of gender (un)awareness for the teaching of science and an additional strand has the focus how a sense of place, including affective dimensions, is reflected in the student teachers’ science learning narratives.

  • 28.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    In what way does the culture of science and images of science affect the science educational process? : Forming bonds - Breaking bonds2018In: 13 Questions in Science Education / [ed] Lynn A. Brian & Kenneth Tobin, New York: Peter Lang Publishing Group, 2018, p. 361-373Chapter in book (Refereed)
  • 29.
    Hussenius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Science Education for all, some or just a few?2014In: Culture Studies of Science Education, ISSN 1871-1502, Vol. 9, no 2, p. 255-262Article in journal (Refereed)
  • 30.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    En plastisk sak som lär nytt hela livet2010In: Pedagogiska magasinet, ISSN 1401-3320, no 2, p. 26-30Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Genusperspektiv i naturvetenskaplig undervisning2006In: Naturfagsdidaktikkens mange facetter: proceedings fra Det 8. nordiske Forskersymposium om undervisningen i naturfag / [ed] Bering, L., Dolin, J., Krogh, L. B., Solberg, J., Sorensen, H. og Troelsen, R., Köpenhamn, 2006, p. 95-102Conference paper (Refereed)
  • 32.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gender awareness in constructing knowledge of science and science teaching2011In: Science Learning and Citizenship / [ed] Catherine Bruguière, Andrée Tiberghien, Pierre Clément, Lyon, 2011Conference paper (Refereed)
  • 33.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle.
    Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap2014In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 4, no 2, p. 109-125Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln beskriver ett forsknings- och interventionsprojekt på lärarprogrammet därgenusmoment integrerats i naturvetenskapliga kurser och genusteorier ingått som en del avkunskapsinnehållet. Vår utgångspunkt är ett antagande om att fördjupade kunskaper omnaturvetenskapernas kultur, det vill säga vilka föreställningar och normer som är knutnatill de naturvetenskapliga ämnena, kan ge blivande förskole- och tidigarelärare tillgång tillnya sätt att förhålla sig till och arbeta med naturvetenskap. I fokus finns framförallt denmaktordning som kan identifieras inom naturvetenskapen, vilken vi närmar oss utifrångenusteorier och feministisk vetenskapskritik. Artikeln behandlar interventionens praktiskagenomförande, dvs. beskriver hur den naturvetenskapliga kulturen har problematiserats ochhur genusteorier integrerats i naturvetenskapliga kurser på lärarprogrammet.Resultaten visar att när studenter med negativa erfarenheter av naturvetenskaplig undervisningfår syn på ämneskulturen och förstår hur den påverkat dem, så ger det dem ettannat förhållningssätt till ämnena och kan medföra att de utvecklar undervisningsstrategiersom motverkar uppkomsten av sådana negativa känslor hos sina framtida elever. Dessutomframkommer även platsens betydelse för att förstå den känsla av alienation gentemot naturvetenskapligundervisning som många lärarstudenter är bärare av. Ytterligare ett resultatsom står fram är att genus är en faktor som har betydelse för vilka områden barn/elever fårtillgång till. Lärares (o)medvetna föreställningar kan innebära att de tolkar och styr barns/elevers aktiviteter, vilket i sin tur får till följd att barnen/eleverna kan engageras alternativthämmas i dessa aktiviteter. På så sätt får lärarens genusmedvetenhet ämnesdidaktiska konsekvenser.Med utgångspunkt från det empiriska materialet har vi konstruerat en modellsom illustrerar lärarens utveckling av en genusmedveten undervisning.

  • 34.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Integrated gender teaching – within subject courses in teacher education2013In: Gender Studies Education and Pedagogy / [ed] A. Lundberg & A. Werner, Göteborg: Nationella sekretariatet för genusforskning , 2013, p. 19-23Chapter in book (Other academic)
  • 35.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Integrerad undervisning om genus - på lärarprogrammets ämneskurser.2012In: Genusvetenskapens pedagogik och didaktik / [ed] A. Lundberg & A. Werner, Göteborg: Nationella sekretariatet för genusforskning , 2012, p. 34-42Chapter in book (Other academic)
  • 36.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Akademin för teknik och miljö, Högskolan i Gävle.
    Scantlebury, Kathryn
    University of Delaware.
    Ignoring half the sky: a feminist critique of science education’s knowledge society2013In: Science education for diversity theory and practice / [ed] I N. Mansour & R. Wegerif, Rotterdam: Springer Publishing Company, 2013, p. 301-316Chapter in book (Refereed)
  • 37.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Chafing borderlands: preservice teachers’ meeting with different cultures in their education2012Conference paper (Refereed)
  • 38.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Ämnesinnehåll och genusmedvetenhet i samspel för en mer inkluderande naturvetenskap2014In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 4, no 2, p. 109-125Article in journal (Refereed)
  • 39.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle.
    Scantlebury, Kathryn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. University of Delaware.
    "Här håller vi inte på med genus, här håller vi på med naturvetenskap"2014In: Vetenskapsrådet Resultatdialog 2014, ISSN 1651-7350, p. 98-108Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Lärarstudenter har följts under ett år av naturvetenskapliga kurser, där vi problematiserat den naturvetenskapliga kulturen och integrerat genusmoment. En utgångspunkt har varit att ökad genusmedvetenhet, tillsammans med kunskaper om ämneskulturen, kan ge nya sätt att förhålla sig till och arbeta med naturvetenskap. Resultaten visar att när studenter med negativa erfarenheter av naturvetenskaplig undervisning förstår hur ämneskulturen påverkat dem, så ger det dem en annan relation till ämnena. Även platsen har betydelse för att förstå känslor av alienation. Det visar sig också att genus har betydelse för vilka områden barn får tillgång till. Lärares (o)medvetna föreställningar kan innebära att de tolkar och styr barnens aktiviteter, vilket får till följd att barnen kan uppmuntras eller hämmas. Lärarens genusmedvetenhet får då ämnesdidaktiska konsekvenser. Från det empiriska materialet har vi konstruerat en modell som illustrerar lärarens utveckling av en genusmedveten undervisning.

  • 40.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, KristinaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.Gullberg, AnnicaUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Tidskrift för genusvetenskap: Tema: Naturvetenskap och utbildning2018Collection (editor) (Refereed)
  • 41.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    "Här håller vi inte på med genus, här håller vi på med naturvetenskap"2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014Chapter in book (Other academic)
  • 42.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Högskolan i Gävle.
    Scantlebury, Kathryn
    University of Delaware.
    Interstitial spaces - a model for challenge and change.2014Conference paper (Refereed)
    Abstract [en]

    This paper introduces the concept of interstitial spaces to examine the boundaries of science, science education, pedagogy, caring, and gender to discuss the different cultures teacher students meet during their education. Interstitial spaces exist between and within boundaries. These spaces are possible sites within a defined context (a discipline, a practice, a culture) that may be occupied by an actor/agent working as a “carrier” of different cultural practices, knowledge and theories. A “carrier” can use the interstitial space to influence and challenge a “new” context and thus loosen up boundaries, but can also by experiencing new cultures and developing new knowledge integrate these new views into future practices. Thus, interstitial spaces establish a context for a carrier to act in ways to transform and change the cultures of disciplines. On an individual level, instead of feelings of alienation, of not fitting into a culture, the model offers a carrier the position as someone who has the potential and possibility to invoke a change, and this can be empowering.

  • 43.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Axelsson, Svante
    Uppsala University, University Administration, Division for Development of Teaching and Learning.
    DiaNa: muntlig ochskriftlig träning, med återkoppling och självvärdering för studenter2003In: Proceedings 2003: utvecklingskonferensen för högre utbildning : 26-28 november i Gävle / [ed] Järnefält, I, Stockholm: Rådet för högre utbildning , 2003, p. 42-45Conference paper (Refereed)
  • 44.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Axelsson, Svante
    Uppsala University, University Administration, Division for Development of Teaching and Learning.
    Visualisering av molekyler och kemiska reaktioner med hjälp av datorteknik2000In: Att undersöka det pedagogiska frirummet: några ämnesdidaktiska projekt vid Uppsala universitet / [ed] Bengt Ekman, Uppsala: Uppsala universitet, 2000Chapter in book (Other academic)
  • 45.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Challenging primary student teachers’ conceptions of gender and science: the initial phases of a research and intervention project2012Conference paper (Refereed)
  • 46.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Edström, Kristina
    Larsson, Karin
    Att Styra eller Styras: en projektrapport om hur man kan få studenter i en ordinarie universitetskurs att utveckla inte bara sin ämneskunskap, utan också sin allmänna studieförmåga1998Report (Other academic)
  • 47.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Gullberg, Annica
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Anderssson, Kristina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Naturvetenskap och utbildning. En materiell, skev, "sexig" och skavande historia?2018In: Tidskrift för genusvetenskap, ISSN 1654-5443, Vol. 39, no 4, p. 2-5Article in journal (Other academic)
    Abstract [sv]

    I detta temanummer om naturvetenskap och utbildning, går naturvetenskapen som en röd tråd genom samtliga artiklar och finns även med som en aspekt i frispel och recensioner. Genom åren har det tidigare förekommit ett antal artiklar på samma tema, samt några temanummer och artiklar med fokus på det närliggande teknikområdet. Naturvetenskap har också en gång tidigare varit föremål för ett temanummer, nämligen i dåvarande Kvinnovetenskaplig tidskrift, nummer 4 från 1984, som handlade om kvinnor och naturvetenskap. Då beskrevs vetenskapsområdet som ”kanske det forskningsfält, som längst lyckats hålla sig utom skotthåll för den feministiska vetenskapskritiken”, vilket förklarades med mansdominansen samt de naturvetenskapliga ämnenas förmåga att upprätthålla en bild som varande objektiva och värderingsfria. Inte mycket har hänt sedan dess; naturvetenskapen har lyckats bevara ett skimmer av objektivitet ochden är fortfarande en manlig bastion vad gäller högre positioner inom akademin, även inom biologiämnet som haft en majoritet av kvinnliga studenter åtminstone sedan 1980-talet. Exempel på hur detta kan ta sig uttryck idag ges i några av artiklarna i föreliggande nummer.

    Vi hoppas att detta temanummer, med ett feministiskt insider-perspektiv på naturvetenskap, kan bidra med nya perspektiv på ämneskulturerna. Med förhoppning om givande och lärorik läsning,

  • 48.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Matsson, Olle
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Bergson, Göran
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry.
    Experimental evidence of partially rate limiting ion-pair interconversion in a base catalyzed 1,3-proton transfer reaction1998In: Chemical Communications, ISSN 1359-7345, E-ISSN 1364-548X, no 24, p. 2693-2694p. 2693-2694Article in journal (Refereed)
    Abstract [en]

    The relative rates for interconversion and reprotonation of the ion-pair intermediates are of the same order of magnitude in the piperidine catalyzed 'degenerate' rearrangement of 1,3-dimethylindene, as investigated using H-1 and H-2 NMR spectroscopy by

  • 49.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of Delaware.
    Transgressive identities and interstitial spaces2013Conference paper (Other academic)
  • 50.
    Hussenius, Anita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Scantlebury, Kathryn
    University of delaware.
    Witches,alchemists, poisoners and scientists: changing image of chemistry2011In: Celebrating the 100th Anniversary of Madam Maria Sklodowska Curie’s Nobel Prize in Chemistry / [ed] Chiu, M-H., Gilmore, P.J. & Treagust, D., Rotterdam: Sense Publishers, 2011, p. 191-204Chapter in book (Refereed)
12 1 - 50 of 74
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf